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How does supervision aid cognitive behaviour therapy skill development? Perspectives of CBT trainees: a thematic analysis

Published online by Cambridge University Press:  14 October 2020

Stephanie Murr ,
Leeanne Nicklas  and
Sean Harper
Stephanie Murr
Affiliation:
University of Edinburgh, Edinburgh, UK
Leeanne Nicklas
Affiliation:
NHS Education Scotland, Edinburgh, UK
Sean Harper*
Affiliation:
South of Scotland PG Masters Training Programme in CBT, Royal Edinburgh Hospital, Edinburgh, UK
*
*Corresponding author. Email: Sean.Harper@nhslothian.scot.nhs.uk
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Abstract

Eleven cognitive behaviour therapy (CBT) trainees in Scotland were interviewed regarding their experiences of clinical supervision and its impact on their skill development. Using thematic analysis, the authors developed four main themes: Linking Theory to Practice, Mirroring CBT in Supervision, The Expert Supervisor, and Trainees’ Reluctance to Give Negative Feedback. Clinical supervision was essential in helping trainees to link theory to practice; particularly through audio recordings, discussing formulations, and modelling and role-play. A CBT-specific approach to supervision and a CBT expert supervisor were also identified as valuable to learning. Trainees were reluctant to give negative feedback to supervisors, fearing negative consequences. The findings inform supervision practice.

Key learning aims

Readers of this paper will be able to:

  1. (1) Describe trainees’ most valued elements of CBT supervision.

  2. (2) Determine key learning methods in CBT supervision.

  3. (3) Explain the value of modality specific CBT supervision.

  4. (4) Articulate the context of supervision in CBT training and consider mutual feedback as a method to address identified challenges.

Keywords

CBT skill developmentCBT trainingclinical supervisionthematic analysis
Type
Original Research
Information
the Cognitive Behaviour Therapist , Volume 13 , 2020 , e45
Copyright
© British Association for Behavioural and Cognitive Psychotherapies 2020

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References

Further reading

Milne, D. L. (2009). Evidence-Based Clinical Supervision: Principles and Practice. Hoboken, USA: John Wiley & Sons.Google Scholar
Milne, D. L. & Reiser, R. P. (2017). A Manual for Evidence Based CBT Supervision. John Wiley & Sons.CrossRefGoogle Scholar
Newman, C. F. (2010). Competency in conducting cognitive behavioural therapy: foundational, functional and supervisory aspects. Psychotherapy: Theory, Research, Practice, Training, 47, 12–19. https://doi.org/10.1037/aoo18849 CrossRefGoogle ScholarPubMed

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